Otorhinolaryngology Head & Neck Surgery Department, Mashhad University of Medical Sciences, Mashhad, Iran.
Department of Basic Sciences, Faculty of Medicine, Mashhad Medical Sciences, Islamic Azad University, Mashhad, Iran.
BMC Med Educ. 2023 May 22;23(1):358. doi: 10.1186/s12909-023-04331-z.
After the Corona pandemic, medical education has shifted to virtual education, but there has been limited time and possibilities for empowering faculty for this purpose. Therefore, it seems necessary to evaluate the quality of the provided training and provide feedback to the faculty in order to improve the quality of training. The purpose of this study was to investigate the effect of teacher formative evaluation by peer observation method on the quality of virtual teaching of basic medical sciences faculty.
In this study, seven trained faculty members observed and based on a checklist evaluated the quality of 2 virtual sessions taught by each faculty of basic medical sciences, and provided them feedback; after at least 2 weeks, their Virtual teachings were again observed and evaluated. The results before and after providing feedback were compared through SPSS software.
After intervention, significant improvements were observed in the average scores of "overall virtual performance", "virtual classroom management" and "content quality". Specifically, there was a significant increase in the average score of "overall virtual performance" and "virtual class management" among female faculty, and the average score of "overall virtual performance" among permanently employed faculty members with more than 5 years of teaching experience, before and after intervention (p < 0.05).
Virtual and online education can be a suitable platform for the implementation of formative and developmental model of peer observation of faculty; and should be considered as an opportunity to empower and improve the quality of the faculty' performance in virtual education.
新冠疫情之后，医学教育已经转向虚拟教育，但为此赋予教师能力的时间和可能性有限。因此，似乎有必要评估所提供培训的质量，并向教师提供反馈，以提高培训质量。本研究的目的是调查同伴观察法对基础医学教师虚拟教学质量的形成性评价的效果。
在这项研究中，七名经过培训的教师使用检查表观察并评估了基础医学教师的 2 次虚拟课程的质量，并为他们提供了反馈；至少两周后，再次观察和评估他们的虚拟教学。通过 SPSS 软件比较提供反馈前后的结果。
干预后，“整体虚拟表现”、“虚拟课堂管理”和“内容质量”的平均得分均显著提高。具体来说，在干预前后，女性教师的“整体虚拟表现”和“虚拟课堂管理”的平均得分均有所增加，而具有 5 年以上教学经验的长期受雇教师的“整体虚拟表现”的平均得分也有所增加（p<0.05）。
虚拟和在线教育可以成为教师同伴观察形成性和发展性模式实施的合适平台；并应被视为赋予教师在虚拟教育中表现的能力和提高其质量的机会。
